Bunniss and Kelly (2010) argue that if medical education is to improve, and specifically, meet its research potential and academic legitimacy, medical education needs to have a clearer purpose and a much stronger theoretical framework. The process of strengthening medical education as a discipline must be engaged in epistemological discussions regarding the nature of knowledge that medical education research will address and create (Bunniss and Kelly, 2010). Medical education research is and should continue to be considered as a social science construction, and therefore, medical education research should follow the same set of methodologies that social science follows (Bunniss and Kelly, 2010). The social science research methodology is deeply rooted in interpretivism and is composed of two primary elements (Bunniss and Kelly, 2010). The first element is that the interpretivist perspective uses a subjective epistemology that incorporates multiple interpretations of reality as compared to one truth. The second element is that the interpretivist perspective attempts to gather information that builds a wide variety of in-depth accounts that support and build a picture of the idea or concept and how it is understood based on personal experience.
Bunniss, S., & Kelly, D. R. (2010). Research paradigms in medical education research. Medical Education, 44(4), 358–366.
Torpey, E. (2014). Healthcare: Millions of jobs now and in the future. Occupational Outlook Quarterly, 58(1), 27–43.